Abstract:
The study sought to investigate the effect of school physical environment on
kindergarteners’ learning within the Ablekuma West District. The study employed a
mixed-methods approach and the sample size was 113 early childhood teachers.
Simple random sampling technique was used to select the sample size. The researcher
used structured questionnaire to obtain data from the early childhood teachers. Data
were analyzed using both qualitative and quantitative techniques. Descriptive
statistics was done using Statistical Product for Service Solution (SPSS). Data were
presented in frequency tables. The findings were discussed in line with the objectives
under study. The study revealed that majority of kindergarten teachers in the
Ablekuma West District believe that the nature of the environment experienced by
kindergarteners to some considerable extent is not developmentally appropriate. It
was evident from the study that teachers in Ablekuma West District believe that
physical facilities promote learning of kindergarteners. The study identified that most
of the instructional materials and equipment have insufficient, with majority of the
schools having insufficient materials. The research suggests that the community and
government should actively promote the involvement of Non-Governmental
Organisations and other entities in supporting the enhancement of schools,
particularly in improving amenities such as libraries, to enhance the teaching and
learning process.The study also recommends that the government should allocate
more resources for the improvement of capital infrastructure in kindergarten centres.
Description:
A Dissertation in the Department of Early Childhood Education,
Faculty of Educational Studies, Submitted of the School of
Graduate Studies on Partial Fulfilment
of the Requirements for the Award of the Degree of
Master of Education
(Early Childhood Education)
in the University of Education, Winneba
